Effects of modality and repetition in a continuous recognition memory task: Repetition has no effect on auditory recognition memory

Long-term memory representations for audio-visual scenes

In this study, we investigated the nature of long-term memory representations for naturalistic audio-visual scenes. Whereas previous research has shown that audio-visual scenes are recognized more accurately than their unimodal counterparts, it remains unclear whether this benefit stems from audio-visually integrated long-term memory representations or a summation of independent retrieval cues. We tested two predictions for audio-visually integrated memory representations. First, we used a modeling approach to test whether recognition performance for audio-visual scenes is more accurate than would be expected from independent retrieval cues. This analysis shows that audio-visual integration is not necessary to explain the benefit of audio-visual scenes relative to purely auditory or purely visual scenes. Second, we report a series of experiments investigating the occurrence of study-test congruency effects for unimodal and audio-visual scenes. Most importantly, visually encoded information was immune to additional auditory information presented during testing, whereas auditory encoded information was susceptible to additional visual information presented during testing. This renders a true integration of visual and auditory information in long-term memory representations unlikely. In sum, our results instead provide evidence for visual dominance in long-term memory. Whereas associative auditory information is capable of enhancing memory performance, the long-term memory representations appear to be primarily visual.

The effects of physical activity timing and complexity on episodic memory: A randomized controlled trial

The role of two types of acute physical activity (PA) bouts were assessed on young adults' free-recall and recognition memory in two experiments, which differed in the temporal relation of PA and word encoding. Before or following training on the Rey Auditory Verbal Learning Task, participants performed a simple two-step dance, a complex four-step dance, or remained seated. Hypotheses proposed that PA prior to encoding and complex PA would enhance PA's mnemonic benefits. Memory assessed post-PA, 24 h, and 7 days after training indicated that timing and complexity of PA did not impact free-recall or recognition memory. Findings differ from a previous study showing complex PA benefited motor learning more than simple PA (Tomporowski & Pendleton, 2018). The inconsistency may be due to different working memory processes underlying consolidation and retrieval of procedural or episodic information. Theory-based explanations regarding memory storage and retrieval are proposed to elucidate this selective process.

Vocabulary Repetition Following Multisensory Instruction Is Ineffective on L2 Sentence Comprehension: Evidence From the N400

Putting the principles of multisensory teaching into practice, this study investigated the effect of audio-visual vocabulary repetition on L2 sentence comprehension. Forty participants were randomly assigned to experimental and control groups. A sensory-based model of instruction (i.e., emotioncy) was used to teach a list of unfamiliar vocabularies to the two groups. Following the instruction, the experimental group repeated the instructed words twice, while the control group received no vocabulary repetition. Afterward, their electrophysiological neural activities were recorded through electroencephalography while doing a sentence acceptability judgment task with 216 sentences under acceptable (correct) and unacceptable (pragmatically violated) conditions. A one-way analysis of variance (ANOVA), a multivariate analysis of variance (MANOVA), and a Bayesian repeated-measures ANOVA were used to compare the behavioral and neurocognitive responses [N400 as the main language-related event-related brain potential (ERP) effect] of the two groups. The results showed no significant N400 amplitude difference in favor of any of the groups. The findings corroborated the ineffectiveness of two repetitions preceded by multisensory instruction on L2 sentence comprehension.

Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms

Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

Educational video promotes durable knowledge about actinic keratoses in patients with field cancerization: a pseudorandomized, single-blind, controlled pilot study

Background: Diffuse actinic keratoses (AKs) have multiple treatment options. Patient understanding of treatment options may enhance patient autonomy, satisfaction, treatment adherence, and clinical outcomes. Delivering effective and consistent verbal counseling on AK treatment can be challenging.Objective: We investigated the effect on patient knowledge of implementing, prior to standard counseling, a novel video decision aid explaining diffuse AK treatment options.Methods & Materials: Participants were recruited from an academic Mohs surgery clinic and randomized to receive the video decision aid plus standard verbal counseling (video) or standard verbal counseling alone (control). Both groups completed baseline, immediate post-intervention, and 1-2 week delayed durable knowledge assessments. Secondary endpoints included participant satisfaction and verbal counseling duration.Results: Thirty-one eligible patients (16 control, 15 video) participated. No baseline differences existed between the groups. The video group had significantly higher mean durable knowledge scores than the controls (video 10.00 ± 1.48, control 8.36 ± 1.69, p = .018). Patients were highly satisfied with the video. Verbal counseling duration did not significantly differ between groups.Conclusion: A video decision aid for treatment of diffuse AKs improved durable patient knowledge.

Repetition effects in auditory and visual recognition

Repetition manipulations are robust ways of manipulating levels of memory performance, but are not without exception. A recent paper (Kassim, Rehman, & Price, 2018) found effects of repetition on visual and multi-modal recognition but not on auditory recognition in a continuous recognition task. We aimed to replicate and generalize this result by testing continuous recognition in three experiments and in a standard old/new recognition in a fourth experiment. Experiment 1 showed that repetition did affect auditory recognition in a continuous recognition task, but to a lesser extent than visual recognition. Experiment 2 demonstrated that the difference in repetition effects between auditory and visual modalities was due to a speed/accuracy tradeoff in the visual recognition condition; when reaction times were similar in the visual and auditory conditions repetition effects were the same in the two modalities. Experiment 3 replicated the repetition effects when performance was lower than in Experiments 1 and 2. Experiment 4 showed that repetition affected both auditory and visual recognition in an old/new recognition task, and to approximately the same extent. Thus, while evidence has suggested that auditory recognition is more difficult than visual recognition, it may depend on the types of stimuli and the type of test. Overall, the mechanics of auditory and visual recognition for words appear to be similar in that they are affected by repetition in similar ways.

Advances in screening instruments for Alzheimer's disease

At its fundamental basis, Alzheimer's disease (AD) is a pathological process that affects neuroplasticity, leading to a specific disruption of episodic memory. This review will provide a rationale for calls to screen for the early detection of AD, appraise the currently available cognitive instruments for AD detection, and focus on the development of the MemTrax test, which provides a new approach to detect the early manifestations and progression of the dementia associated with AD. MemTrax assesses metrics that reflect the effects of neuroplastic processes on learning, memory, and cognition, which are affected by age and AD, particularly episodic memory functions, which cannot presently be measured with enough precision for meaningful use. Further development of MemTrax would be of great value to the early detection of AD and would provide support for the testing of early interventions.